The effects of using mind maps in teaching English grammar for 11th graders at a high school in Hanoi

Abstract

The study focuses on evaluating the effectiveness of using mind maps in teaching English grammar for 11th graders at a high school in Hanoi. The objective of the study is to demonstrate how the use of mind maps in teaching grammar influences students' comprehesion, retention of grammar rules, and their attitudes toward this teaching tool. The research combines quantitative analysis of students' test scores before and after the experiment with qualitative analysis of surveys and interviews. The results indicate positive correlations between the use of mind maps and improvements in learning effectiveness, as well as a deeper understanding of grammar rules, increased learning motivation, and enhanced long-term memory retention. The collected data also show students' enthusiasm for this innovative teaching method. The study suggests widespread integration of mind maps as a teaching tool to improve English grammar teaching, providing a useful teaching tool for teachers and meeting the needs and preferences of contemporary learners